Procedure and methods of assessment.

Hello everyone.. This week I will tell you about what I had learned this week (week 8)  in class assessment. The main topic is procedure and methods of assessment.

There are about I had learned in procedure of assessment :

        i.            Skills

      ii.            Work habits

    iii.            Social attitudes

    iv.            Scientific attitudes

      v.            Academic self-concept

    vi.            Interest

  vii.            Appreciations

viii.            Adjustments

While, there are about methods in assessment :

        i.            Anecdotal records – to record student behaviour

      ii.            Self-reports

    iii.            Interest inventories

    iv.            Personality measures

At the end of class, we have asked by lecturer to find out more information about the methods in assessment by group. In this group, we can foster the value cooperation in groups.

Performance Based Assessments

Assalamualaikum and very good morning, our meet again today.. For today, I will share with you about what I had learned in class assessment for this week (week 7). The main topic is performance based assessment.

According what I had learned, there are the types of performance based assessment :

                    i.            Alternative - assessments are not paper and pencil tests

                  ii.            Authentic - assessments emphasize the use of tasks similar to those found in “real world” settings

Besides that, I also had learned about the advantages extended performance tests:

·         Extended Performance Tests

                                i.            Clearly communicate instructional goals

                              ii.            Measure process and procedure as well as results of a task

                            iii.            Implement approaches suggested by current learning theory

On lastly activity, we had discuss more deep about the types of performance of assessment and was described by the lecturer about which I do not understand.

STRUCTURE AND ESSAY

Morning everyone, today I want to share with you about I had learned in class assessment this week (week 6). The main tittle this week is about Essay.

·         Essay Item

There are rules for Scoring Essay Items

-          Prepare an outline of the expected answer in advance.

-          Use the scoring method that is most appropriate.

§  There are two methods:

      ~ Analytic scoring is compared to the answer key and points are awarded.

      ~ Restricted-response essay items are usually scored by the point method.

-          Decide how to handle factors that are irrelevant to the learning outcomes being measured.

-          Evaluate all responses to one question before going on to the next one.

-          When possible, evaluate the answers without looking at the student's name.

At the end of the lesson, we created an activity that is how to deal with factors that are not relevant to the learning outcomes to be measured. This activity is carried out individually and it was a challenge to every individual in the exercise of the activity.

VALIDITY

Hi all.. Today we meet again.. On this week (week 5) in the classroom learning assessment, I

have learned something about the validity.

v  According by Theory Campbell (1959: 83),

Validity is agreement between different measures of the same trait (correlation between scores on a multiple choice test of grammar and ratings of grammar on an oral interview).

Validation is the process of establishing the validity of a test, which is one of the basic concerns of language testing.  

Furthermore, we also had learned about the type of validity.

v  TYPES OF VALIDITY

Divided into five types :

-          Face validity – to measure the knowledge or abilities it claims to measure, as judged by

an untrained observer.

-          Content validity - Describes how well the content of the test samples the subject matter.

-          Predictive validity - Degree to which predictions made from the test are confirmed by

   evidence gathered at some later time.

-          Concurrent validity - Concerned with the relationship between what is measured by a test

    and another existing criterion measure.

-          Construct validity - An indication of how representative a test is of an underlying theory

of language learning.

At the end of discussion, we have made examples of each type of validity to demonstrate our understanding of what is taught by the lecturer. These activities are conducted in groups and also showed a challenge to members of the group about the importance of cooperation within the group. 

Goals and Objective 

Hello everyone.. this week I will tell you about what I had learned this week (week 4)  in class assessment. The main topic is goals and objective. 

Goals - is broad, generalized statements about what is to be learned. 

While, Objective :

·         •specific, measurable, short-term, observable student behaviours

·         •can build lessons and assessments that can prove meet overall course or lesson goals

·         •tools use to reach goals.

Type of objective (Bloom's Taxonomy) divided by 6 category :

-          Knowledge

-          Comprehension 

-          Application

-          Analysis

-          Synthesis

-          Evaluation

Moreover, I also had learned about the tips for writing the objectives that should specify four

main things. There are audience, behaviour, condition and degree. 

At the end of the class, we asked the lecturer to find examples of objectives for each

types of  bloom's taxonomy in small group. In this activity, I also had asses about

importantly of cooperation in group. 

  

Assalamualaikum all and hello everyone. My name is Mohd erzuan syah bin Mudosamud, Im student unitar Sabah, I majored in early childhood education. I am very keen interest in the field of early childhood education because I can educate and guide children in their studies. My purpose of writing this blog to explain the purpose of the assessment.

WHAT IS ASSESMENT??

Assessment is the ongoing process of gathering,analyzing, and reflecting on evidence to make informed and consistent judgments to improve future students learning. Beside that, in early childhood education is flexible collaborative decision making process in which teams of parents professionals repeatedly revise their judgments and reach consensus about the changing developmental,educational,medical and mental health services needs of young children and their families.

This is are contents of assessment.